In different municipalities, some children may attend pre-school five hours a day, three days a week while other children are there full time, from seven o'clock in the morning to five o'clock in the afternoon. This means for the children different conditions of learning if the pre-school does not work in a way where learning permeates throughout the school day. This is why we wanted to do a study on how pre-school teachers encourage learning in pre-school routine activities. Our aim of the study is to generate knowledge about routine activities that can contribute to create an equivalent pre-school for all children. This will be done by highlighting and analysing how educators have worked and planned for the routine situations in pre-school and problematizing the pre-school teachers´ perspectives on learning in different routine situations.The study is based on a socio-cultural perspective on learning with a method of interviewing three pre-school teachers at various pre-schools and conducting participant observations. The result of the study has shown us examples of how pre-school teachers work in different routine situations and we have seen different perspectives on learning. The concept of communication is something highly valuable for the learning process. We have also come to an understanding that routine situations can be adapted to the children in order to increase their feeling of safety.

Swedish school children's results have deteriorated in recent years and formative assessment is, in accordance with previous research, a way to develop students' learning and performance. A part of formative assessment is based on feedback that students should receive before, during and after a new assignment. In this study, we want to find out how students and teachers apprehend students' development in relation to feedback and what general attitudes towards feedback can be seen in both parties. The literature and theory discussed is linked to formative assessment, both at international and national level where many important aspects of formative assessment are essential in relation to pupils' further development. The theories are based heavily on human interaction and socio-cultural perspective as a concept. The empirical data process qualitative interviews held with 3 teachers and 26 students in fourth and sixth grade. Based on these results it was possible to see that the teachers were aware of the good effects of formative assessment but they had difficulties using this in practice. Many students did not feel that they received enough feedback to understand the meaning of the teaching, nor the specific tasks that they were meant to carry out. Verbal feedback was preferable from both teachers and students where the lack of time and tools was the reason for teachers not to use written feedback. The students wanted more of a dialogue with the teacher where they felt it was easier to understand the information when one could ask follow-up questions directly.

Syftet med föreliggande studie är att undersöka hur musikundervisningen i årskurs 1-6 påverkar förväntningen på och inställningen till musikundervisningen i årskurs 7-9. I bakgrunden presenteras en genomgång av tidigare och nu rådande läroplaner för grundskolan samt granskningar och forskning som gjorts inom området. Data har samlats in genom kvalitativa respondentintervjuer med fyra individer i åldrarna 15-25. Intervjuerna har transkriberats, bearbetats och analyserats utifrån ett sociokulturellt perspektiv. Resultatet visar att respondenterna upplevt skillnader mellan musikundervisningen i årskurs 1-6 och 7-9, framför allt i tillgång till lokal och utrustning. Resultatet visar också att respondenterna upplever att musikämnet saknat progression genom grundskolan och det framkommer att undervisningen upplevts som mer seriös från den årskurs då betyg skulle sättas. Respondenternas upplevelser av grundskolans musikundervisning och vad som påverkat upplevelsen diskuteras slutligen i förhållande till den litteratur som presenterats. / The aim of the present study is to investigate how music education in grades 1-6 affects expectations of and attitudes towards music education in grades 7-9. The background presents a review of previous and current curricula for primary schools, as well as audits and research done in the field. Data was collected through qualitative interviews with four subjects aged 15-25. The interviews were transcribed, processed and analyzed from a sociocultural perspective. After analyzing the interviews, the results show that the respondents experienced differences between music teaching in grades 1-6 and 7-9, especially regarding access to locale and equipment. The results also show that respondents feel that the subject of music lacked progression throughout primary school, and it appears that music education is perceived as more serious in conjunction with the first school year in which the students’ work was officially graded. Finally, respondents' perceptions of primary school music education and factors affecting the experience are discussed in relation to the literature presented.

Syftet med studien är att få ökad insikt i körledares förhållningssätt till och hantering av sångtekniska övningar i kör. Bakgrundskapitlet beskriver sångrösten som instrument, och olika – i sångsammanhang – vanligt förekommande begrepp samt ger en presentation av tidigare litteratur och forskning som anknyter till studiens syfte. Vidare presenteras ett sociokulturellt perspektiv i egenskap av teoretisk utgångspunkt. Undersökningen är genomförd med hjälp av den kvalitativa intervjun som metod. Fyra i nuläget aktiva körledare intervjuades och i resultatet beskrivs deras syn på vad röst- och sångteknik innebär och hur de går tillväga för att förmedla detta till sina korister samt vilka redskap som används för ändamålet. I diskussionen förs ett resonemang kring kunskapsförmedling och hur den sker via olika kommunikationsvägar samt vilka olika roller som ryms i körledarrollen. / The purpose of this study is to gain further insight into choir conductors' approach to and manage-ment of technical vocal exercises in the choir. The background chapter describes the singing voice as an instrument, different common concepts in song contexts, and gives a presentation of earlier literature and research related to the purpose. Furthermore the study presents a socio-cultural perspective as a theoretical basis. The survey is carried out using the qualitative interview method. Four currently active choir directors were interviewed. The results describes their view of what the voice-singing technique entails, how they convey this to their choir and which tools they use for this purpose. The discussion reflects on the knowledge transmission and communication between choir and choir director.

Abstract Title: Media and Information Literacy (MIL) in kindergarten: A phenomenological study of preschool teachers' perceptions, competencies and preconditions for the introduction of media information literacy (MIL) in preschool. Author: Paramaporn Erdtman Instructor: Janne Kontio Autumn Term 2016 Various studies have shown that there has been a great increase in the use of digital media for children of all ages, especially children of preschool age. A need for skills and knowledge in how we as educators should be able to help children manage digital media and information has become essential. In 2011, UNESCO presented the concept of media information literacy or MIL, which is a collective concept of media literacy and information literacy in a network society. According to state media council, MIL is a tool to enhance understanding and critical abilities and to manage the problems that will arise in everyday media. Such skills are essential in order for children to be able to exercise both their rights and their responsibilities in a democratic society. The purpose of this study is to examine the different conditions that exist amongst pre-school teachers which will help in introducing media - information literacy in the preschool context. The study is based on a quantitative method, i.e. survey and qualitative interviews. The study is aimed toward preschool teachers who have worked with digital tools in preschool. The result shows that there are positive opportunities for working with MIL in preschool. Preschool teachers have some understanding of the concepts of media and information literacy are about. Preschool teachers consider themselves to have the most of the important skills in order to bring MIL into the preschool. The result also indicates that children need more opportunities to create and communicate in intercultural dialogues and critical discussions with the help of digital media. Early childhood educators approach to children's use of digital media and information is a prerequisite to MIL's implementation in preschool. Early childhood educators are in favor of working with MIL's main points which they have already implemented in the preschool.

In education today, self-directed learning is promoted as an ideal as opposed to teacher-led instruction. This approach is reflected in public inquiries, proposals, syllabi and grading criteria, as we... merll as in schoolwork in practice. The approach has implications for various stakeholders in education, for example, students, teachers and librarians. Students at different educational levels are expected to develop their understanding of how to seek and select information, access, critically examine and understand different texts and their relations to other texts as well as produce their own texts in different contexts. Information seeking and use are key aspects of schoolwork and learning, and students are assumed to develop competence in information literacy. The thesis aims to deepen our knowledge of information practices in municipal adult education, by exploring the information seeking and information use associated with a specific school assignment. The theoretical framework used is a socio-cultural approach. In the study the following concepts have been identified as particularly important: mediation, sense-making, learning, practice, tools, scaffolds and interaction. From a socio-cultural perspective, the thesis explores 1) how adult students, teachers and librarians interact in information seeking and use in the practice of working with a complex school assignment, 2) what tools and scaffolds are used, and why, 3) how information is used by adult students to construct knowledge and make sense, and 4) what elements of information literacy emerge in the interaction around the assignment. To answer the research questions, a qualitative case study was conducted. The case study included 43 interviews, 30 observations and 17 documents, which provided in-depth knowledge of the interaction between individuals, practice and tools. Study results reveal an absence of interaction in information seeking and use in the educational context, as well as a lack of common references in the form of tools and support, leading to difficulties for the participants in achieving the results that were expected, according to learning objectives. In the tension between the school's discursive practice and the participants' self-directed learning, several critical elements of information literacy emerged, including the distinction between quantitative and qualitative information seeking, critical approaches towards information, knowledge of genres, the ability to identify and use various tools, and the ability to communicate conceptually about information seeking and use. The self-directed learning approach entails a number of challenges for adult students, teachers and librarians. These challenges involve building bridges between the rhetoric and practice of information literacy, developing institutional and social structures that facilitate and benefit the quality of interaction, creating common frames of reference for school assignments and clarifying standards and rules in the school context. / <p>Akademisk avhandling som med tillstånd av samhällsvetenskapliga fakulteten vid Göteborgs universitet för vinnande av doktorsexamen framläggs till offentlig granskning kl. 13.15 fredagen den 19 mars 2010, i hörsalen Sappören, Göteborgs universitet, Sprängkullsgatan 25.</p>

The purpose of this investigation is to shed a light upon the pedagogues perception concerning individual work method in children group where children require different types of support. The study has two inquiries, how does pedagogues rationalize when it comes to individual based operations and how do pedagogues work to meet the needs of children i reality. The study’s theoretical frame of reference consists of the socio-cultural and relational perspective. The result of this study shows the importance of six different factors for adaptation of an operation to meet the children's need. Planning and mapping, working in groups, retrofitting of the physical and social environment for the children with special needs, the weight of a good relationship, communication as the key to adaptation of the operation to meet the needs of the children. The final results show that the pedagogues perception of a individual based approach as a good method to work from in kindergarten/preschool operations. The result shows that pedagogues believe that children’s diverseness as a contributing factor for learning and developing new knowledge.

Police officers today run the risk of being exposed to events that others will never experience during their lifetime. Many of these experiences may lead to traumatic memories that, in worst case, could make them never wanting to work as a police officer again. How can the police get better at taking care of their employees? This study aims to shed light over how the crisis-supporters perceive their learning within the activity of debriefing. The research questions asked are:” what moments in debriefing do the crisis-supporters identify as a learning activity?” and ”in what ways do the crisis-supporters think they can develop professionally during their practice of debriefing?”. This study investigates the phenomenon of crisis support from a sociocultural theory. The result show that the crisis-supporters feel that they get more knowledge when they debrief police officers compared to when participating in formal education. The results also show that verbal communication is very important in the practice of debriefing. Finally the results show that the interaction between crisis-supporters and police officers plays an important role in both crisis-supporters as well as police officers learning. / Poliser löper varje dag risk att erfara händelser som någon annan aldrig någonsin kommer att få uppleva under sin livstid. Många av dessa händelser kan leda till traumatiska minnen som i värsta fall gör att de inte kan fortsätta arbeta som polis. Hur kan polisen bli bättre på att ta hand om sina medarbetare? Denna studie syftar till att ge lyse åt hur krisstödjarna uppfattar sitt lärande inom krissamtal. Vi ställde frågor om ”vilka moment i krisstödet ser krisstödjarna ett lärande?” och ”på vilka sätt kan krisstödjarna utvecklas inom sitt krisstödjande?”. Studien undersöker detta genom att med hjälp av det sociokulturella perspektivet belysa lärandet hos krisstödjarna i krissamtal. Fem krisstödjare inom polisen har intervjuats med semistrukturerade intervjuer. Datamaterialet analyserades deduktivt med hjälp av tematisk analys och med sociokulturell teori som utgångspunkt. Resultatet visar bland annat att krisstödjarna får mer kunskap av att hålla krissamtal än att delta i formella utbildningar. Det visar även att språket är fundamentalt för hur krisstödjarna kommunicerar med varandra och de drabbade samt att samspelet mellan krisstödjare och drabbade spelar en viktig roll i lärandet.

I förskolans verksamhet sker det ständigt kommunikation mellan barn och vuxna men hur denna ser ut kan se olika ut. Denna studie undersöker hur förskollärare kommunicerar med yngre barn samt hur barn själva kommunicerar med varandra. De metoder som studien grundar sig på är semistrukturerade intervjuer med 10 förskollärare från två olika kommunala förskolor samt observationer av vuxnas och barns kommunikation med varandra. Det insamlade materialet har analyserats och kategoriserats efter de frågor som ställts under intervjuerna och studiens frågeställning. Vad resultatet av studien visar är att förskolan spelar stor roll för barnens kommunikativa utveckling och att denna påverkar deras deltagande i aktiviteter och lekar därför är det viktigt att förskolläraren tar tillvara på barnens intressen och behov. / In the preschool's activities there is constant communication between children and adults but how it looks can look different. This study investigates how preschool teachers communicate with younger children and how the children themselves communicate with each other. The methods on which the study is based on are semistructured interviews with 10 preschool teachers from two different preschools as well as observations of adult and child communication with each other. The collected material has been analyzed and categorized according to the questions asked during the interviews and study question. What the outcome of the study shows is that the preschool plays a major role in the communicative development of children and that it affects their participation in activities and games. That's why it's important that the preschool teacher takes advantage of the children's interests and needs.

<p>The intention of this study is to interview teachers in order to create a picture of how they look at their work with IUP (Plan of individual development). The main question formulated in my study is in what way IUP can become a contribution to the learner´s development. All teachers who participated in the interviews believe that the purpose of the document is to be proactive, developing and positive for the pupils. The teachers also believe that it is intended to serve as a clarification for pupils as well as teachers. It´s clear to see that the IUP generally is believed to be a supportive resource in education. The results of the interviews, however, show that the document does not in any significant way function as a support to the pupils and their learning during the term.  Most of the attention is put into the meeting between teacher, parents and pupil (“utvecklingssamtal”) held once per term, in which the individual plan also is set up.</p><p>A variety of reasons contribute to the fact that the majority of the responding teachers do not enable the pupils themselves to use the document on a regular basis in everyday work. Only one of the participating teachers stated that she actively encouraged pupils to use their IUP on a continual basis during their school day.</p><p>In the other cases the IUP was filed and often kept locked up while the pupil and the parents kept a copy at home. However, the pupils are involved in the establishing of the IUP and are given a good opportunity to take part in formulating its goals, based on their capacities. The pupil´s own wording is important to make him or her feel that the IUP is fit for them.</p><p>There were different statements about how much and how often the teachers participate in discussing the work of IUP with colleagues. One conclusion is that there was, in most of the cases, a will to create a common interpretation in order to get more out of the document.</p>